The University of North Carolina at Chapel Hill
School of Social Work
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SoWo 874
Administration and Management: Theory and Practice
Fall 2012
TTK Building, Rm.107, 2:00-4:50 PM, Mondays
Susan Snyder, PhD
421B
UNC-Chapel Hill School of Social Work
325 Pittsboro Street, CB# 3550
Chapel Hill, North Carolina 27599-3550
E-mail: Susan Snyder: snydersm@email.unc.edu
Phone: 919-962-4372
Office Hours: Mondays 12:45-1:45 PM, and by appointment
Course Description: This course explores contemporary theories, models, and practices for managing human service
organizations, emphasizing skills in team building, motivation, organizational learning strategies, and cultural competence
with a diverse staff.
Course Objectives: At the completion of this course, students will be able to:
1. Discuss and analyze a broad range of contemporary administration and management practice models for human
service organizations in the public and private sectors.
2. Analyze political/economic challenges and constraints faced by members of human service organizations, and
develop responsive strategies.
3. Critically examine and develop the range of skills necessary to administer organizations and agencies with
broadly diverse employees in terms of age, sexual orientation, disability, race, class, etc.
4. Develop management skills for team building and motivating employees.
5. Critically examine power relationships and management culture of agencies and organizations.
6. Identify strategies for facilitating diversity and developing nondiscriminatory policies that support an equitable
work environment.
7. Conceptualize the differences between administration and management and leadership in human service
organizations.
8. Examine the role of professional ethics and values in managing human service organizations.
9. Demonstrate ability to employ learning strategies to improve administration and management of organizations.
10. Identify management and administration behaviors that contribute to dysfunction in human service organizations
via organizational assessment.
11. Apply knowledge base to evidence-based practices.
EXPANDED DESCRIPTION: Students will learn about a variety of administrative and management practices and
models used in nonprofit, public, and for-profit organizations. Team building, employee motivation, the role of ethics in
management, managing diverse employees, power and cultural competence will be examined. Examples of management
dysfunction will also be critiqued along with strategies to resolve them. Student will also be provided strategies designed
to institute learning practices in organizations.
Required Texts:
* Austin, M. J., Brody, Ralph, & Packard, T.R. (2009). Managing the challenges in human service organizations: A
casebook. Thousand Oaks, CA: Sage Publications, Inc.
Fisher, Roger, Ury, William L., Patton, Bruce (2011). Getting to Yes: Negotiating Agreement Without Giving In. New
York, New York: Penguin Books.
* Patti, R.J. (2009). The handbook of human services management. Thousand Oaks, CA: Sage Publications.
* These texts have been placed on reserve at the undergraduate library.
Related Readings:
Please note that there may be adjustments to the readings, and that there will be readings that are not listed in your
syllabus, which are done in class.
Teaching Methods:
Core social work values include recognizing the dignity and worth of each person. In this course we are committed to
fostering an environment where the diversity of opinions and beliefs are honored and respected and students can take
emotional and intellectual risks. Students are expected to respect each other’s differences of opinion in order for this
experience to be as safe as possible. If a student feels uncomfortable with any aspect of a class discussion I hope he or she
will meet with me to talk about it.
This weekly course will use a variety of teaching methods and activities to achieve course objectives. Students will be
expected to share their perspectives about practice and management in field placements, as well as prior work experience.
Readings, videos, role-plays, assignments and lectures will enhance the information presented. Except when speakers are
lecturing, the class will follow a seminar format.
Some class sessions will involve the use of a team approach. Social work administrators and managers are frequently
called upon to participate in a team process of decision making. To be an effective member of the team, the administrator
will need to understand the team’s goals. Members should also be able to articulate the situation succinctly and clearly,
assess best possible courses of action, and work cooperatively with colleagues and subordinates to reach consensus about
future actions.
Attendance & Participation:
Since the class will generally follow a seminar format, group discussion is critical in this class. Full class participation is
possible only when the student attends class regularly, arrives promptly with readings completed, is ready to respond to
the subject matter under discussion and is prepared to ask questions when speakers present. Participation is defined as the
willingness and ability to add to the discussion, using content from the readings, ask questions of each other, speakers or
Susan, clarify issues that are salient for the student, and the willingness to bring personal and field experiences into the
room that add richness and reality to the discussion. To earn an H a student must come to class on time, stay for the
entire class, and contribute to class discussion by referencing both class readings and practice experiences. In situations
when students are ill or have an emergency, notification before the class is expected.
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
If the majority of students do not regularly participate in class discussion it will be necessary to institute weekly quizzes
to ensure that weekly readings have been completed. A quiz can include either a paper and pen/pencil test or an
impromptu 5-10 minute oral presentation of the reading. These quizzes would take place at the beginning of class and
would comprise half of the weekly attendance grade.
Students who are missing or late to 3 classes (or more) may receive an L for the course, because it is not possible to
meet course requirements for learning objectives with that level of absenteeism. Students are responsible for obtaining
ALL announcements, instructional information, and handouts for class sessions they miss.
Course Expectations and Grading Criteria:
All written assignments are to be typed and finished in a fashion befitting professionals in the field unless otherwise
specified in the directions. Students should expect to be graded on spelling, punctuation, grammar, and style, as well as
the content and organization of their work. Although the subjects you write about will be emotional you are expected to
write dispassionately (see http://owl.english.purdue.edu/owl/resource/560/15/ for a further explanation of how to write
well for graduate-level work). Any citations must follow the APA rules of punctuation. Please do not use Wikipedia as a
source in this class. Also do not use slang (unless it is incorporated as a direct quote) and do not use contractions. Unless
it is required by the assignment or you have received prior permission from the instructor you may not use any personal
interviews, documentation, or information from your internship or work as a source for any assignment in this class.
Unless it is required by the assignment or you have received prior permission from the instructor, the font for all written
assignments is Times New Roman size 12 point. All margins need to be set to 1 inch. Be sure that you do not have
gutter spacing. Assignments must be e-mailed to Susan at the time they are due.
Policy on Incomplete and Late Assignments:
All assignments should be completed by required due date. Assignments are considered late if not turned in on the due
date. Students may receive extensions for one assignment if request is processed with Susan at least 48 hours before the
due date. Students should contact Susan as soon as possible if there is an emergency that prevents them from completing
an assignment. Grade will be lowered on all late assignments that have not been processed with Susan.
Policy on Incomplete and Late Assignments:
A grade of Incomplete is given on rare occasions when there is sufficient reason to warrant it. It is the student’s
responsibility to initiate a conversation with Susan to request an Incomplete.
Late assignments are strongly discouraged. In case of a dire, life-threatening emergency, a late assignment may be
accepted at the discretion of Susan. If permission for late submission is not granted before breaking a deadline, the grade
will automatically be reduced 10%, and another 10% reduction will occur each day (including weekends). Thus,
assignments received 10 days late will be valued at zero points.
Policy on Academic Dishonesty:
The Honor Code is in effect in this class and all others at the University. We are committed to treating Honor Code
violations seriously and urge all students to become familiar with its terms set out at http://instrument.unc.edu. If you
have questions it is your responsibility to ask Susan about the Code’s application.
All written work and other projects must be submitted with a signed pledge that “I have not given or received
unauthorized aid in preparing written work.” Please refer to the APA Style Guide, the SSW Manual, and the SSW
Writing Guide for information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be
made to the Office of the Student Attorney General for investigation and further action as required.
Policy on Accommodations for Students with Disabilities:
Students with disabilities that affect their participation in the course should contact the University’s Disabilities Services
3
This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
and provide documentation of their disability. Disabilities Services will notify Susan that the student has a documented
disability and may require accommodations. Students should also meet with Susan to discuss the specific
accommodations they require (e.g. changes in instructional format, examination format). Susan will work with the
student and Disability Services and Learning Disability Services to make necessary accommodations.
Policies on the use of Electronic Devices in the Classroom:
Use of electronic devices for non-class related activities is prohibited. Cell phones should be turned off or put on vibrate
during class. In the event of an emergency phone call related to the care of family please leave the classroom for your
call.
Assignments and Guidelines:
Assignment #1: Reflection
Select a reading either from course materials, a peer reviewed journal article, a government report, or a respected thinktank, such as Rand Corporation. The reading you choose must be about administration and/or management. Provide a 2
page double spaced reflection of the reading. This is not supposed to be like a book report. Please do not simply
summarize the reading. Instead provide your critique based on your experiences at an agency.
1. Why does this reading resonate with you, or why does this reading fail to resonate with you?
2. What problem or issue does this reading address? Have you experienced this as a problem at your agency?
3. Does this reading include a discussion of diversity (e.g., cultural, racial, religious, gender, sexual orientation,
gender identity)? If so, how well was this issue handled in your opinion? If not, how could diversity adequately
be addressed with this topic?
4. How would the ideas in this reading work at your agency?
E-mail the reflection to Susan by Monday October 8, 2012 at 6:00 PM.
Assignment # 2
Students will read Getting to Yes in order to further understanding of how to negotiate conflict. This is not a book report.
Please do not simply summarize the book. However, it is important for you to clearly explain your contentions. As an
example, if you discuss positional bargaining you must operationalize what this means. Each student will e-mail a 2-3
page (double spaced) paper that addresses the following:
1. Describe the most important lesson you gleaned from the reading.
2. How would these techniques work at your agency?
3. What are the strengths and limitations of negotiating within the context of your agency?
4. Would you use these strategies? Why or why not?
E-mail the reflection to Susan by Monday October 29, 2012 at 6:00 PM.
Assignment # 3
Part 1. For week 9, each student who has an internship will interview a person at his or her agency who is knowledgeable
about the agency’s funding streams. Find out what the agency’s revenue sources are. If possible, obtain a copy of the
agency budget. Also, determine a problem that the agency is addressing or would like to address and see if the person you
interview can recommend grants that you could apply for to address this problem.
If you do not have an internship select a faculty member to meet with and find out what issues or problems that person
researches. Then, find out what revenue sources that individual pursues.
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
Students will meet as a team on Week 9. During this meeting students will share their findings. Students will use
knowledge that they have gained to provide feedback regarding the problem and grant seeking process. It may be helpful
for students to refer to the United Way’s Grant Information and Links (http://www.unitedwaync.org/grant-informationand-links) or http://www.doa.louisiana.gov/tanf/WORKBOOK_orgman.pdf for advice on the grant writing process.
Part 2. Students will prepare a 2 page concept paper. If you are writing a grant, this will require statistics from the agency
to quantify the problem. Ideally this should combine agency statistics with existing scholarly peer-reviewed literature. If
you are writing an issue paper then you will need to fully discuss the problem that you will examine for assignment #4.
Problem statements include the following:
 Incidence (How many people are affected? What are the relevant characteristics of this population?)
 Social and economic costs (if known)
 Other relevant data regarding the problem
 Rationale for problem as a social work issue
Discuss what has been done to solve this problem. Then discuss what you propose to solve the problem. What resources
will you need?
Part 3. If the student is writing a grant he or she will select a funding source for the grant. If the student is writing an issue
paper, the student will determine the topic that he or she will write on for assignment 4.
E-mail Assignment 3 to Susan by Monday November 21, 2011 at 6:00 PM.
Assignment # 4
Students will either write an 8 to 10 page issue paper or will complete a grant application. The library no longer has a
grant librarian, but Angela Bardeen has agreed to help students search for grants if they are unable to find grants to apply
for through their agency.
E-mail Assignment 3 to Susan by December 3, 2011 at 6:00 PM.
GRADES:
Attendance and Participation: 30%
Assignment # 1: 10%
Assignment # 2: 20%
Assignment # 3: 10%
Assignment # 4: 30%
Grading Policy:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
Incompletes are only given in extraordinary circumstances after a discussion between the student and professor.
CLASS OUTLINE
WEEK ONE – AUGUST 27:
INTRODUCTION

Introductions
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.



Review of course/syllabus
Brief lecture
In class reading and case
Guest Speaker: Michael Burroughs
Required Readings:
1. Austin, M. J., Brody, Ralph, & Packard, T.R. (2009). Managing the challenges in human service
organizations: A casebook. (Chapter 1, pp. 1 – 17).
In Class:
 O'Neill, A. (2012). The woman who stood up to Joe Paterno. CNN
http://www.cnn.com/2012/07/15/us/triponey-paterno-penn-state/index.html?hpt=hp_c2
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.11: Productivity and performance. In Managing the
challenges in human services organizations: A casebook, pp.145 – 148. Thousand Oaks, CA: Sage
Publications.
Video links:
 Princeton’s Shirley Tilghman (2012). ForbesVideo.
http://www.youtube.com/watch?v=WPNJikCUR9Q&list=PLDC495089F68ACC7C&index=9&feature=plcp
 The Ideal Leader: The Mind of a Leader 2 › Go to our streaming page here:
http://www.lib.unc.edu/house/mrc/pages/streaming/ - scroll down a bit and click on "FMG MASTER
ACADEMIC COLLECTION" – you will need to authentic with your onyen and password. Once you are in
the database "Films on Demand" you will be able to search by segment or title or advanced search (these
options are all along the top of the navigation bar. Use the search terms "management AND leadership" The
video we will watch is based on Chapter 8 in The art of war: Variations in tactics
WEEK TWO – SEPTEMBER 10:
DIMENSIONS OF HUMAN SERVICES MANAGEMENT


Management and general themes & What human services managers do
Administration and theory
Required Readings:
1. Patti, R.J.. (2009) Management in the human services. In The Handbook of Human Services Management
Chapter 1, pp. 3 – 27. Thousand Oaks, CA: Sage Publications.
2. Reisch, M. (2009). General themes in the evolution of human services administration. In The Handbook of
Human Services Management Chapter 2, pp. 29 –51. Thousand Oaks, CA: Sage Publications.
In Class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.2: Client-centered administration or organizationcentered administration. In Managing the challenges in human services organizations: A casebook, pp.181 –
183. Thousand Oaks, CA: Sage.

Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.7: The cost of a tuxedo. In Managing the challenges
in human services organizations: A casebook, pp. 54 – 55. Thousand Oaks, CA: Sage Publications.

Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.8: Choosing a director. In Managing the challenges
in human services organizations: A casebook, pp. 55 – 57. Thousand Oaks, CA: Sage Publications.
6
This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
OPTIONAL Reading:
o Lewis, J. Packard, T.R., Lewis, M.D. (2012). Facing the challenges of management. In Management of
human service programs (Fifth Edition) pp. 1 – 23. Belmont, CA: Brooks/Cole Cengage Learning.
WEEK THREE – SEPTEMBER 17:
MANAGINGING FOR PERFORMANCE
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


Organizational climate
Leadership and performance
Service outcomes
IT applications
Required Readings:
1. Packard, T. (2009). Leadership and performance in human service organizations. In The Handbook of Human
Services Management Chapter 7, pp. 143 – 164. Thousand Oaks, CA: Sage Publications.
2. Lynch-Cerullo, K. & Cooney, K. (2011). Moving from outputs to outcomes: A review of the evolution of
performance measurement in the human service nonprofit sector. Administration in Social Work, 35, 4, 364388.
In Class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.7: Measuring performance. In Managing the
challenges in human services organizations: A casebook, pp.162 – 164. Thousand Oaks, CA: Sage
Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.3: To talk or not to talk. In Managing the challenges
in human services organizations: A casebook, pp. 75 – 77. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.12: Supervising five case managers. In Managing the
challenges in human services organizations: A casebook, pp.145 – 148. Thousand Oaks, CA: Sage
Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Chapter exercises. In Managing the challenges in human
services organizations: A casebook, pp. 216 – 217. Thousand Oaks, CA: Sage Publications.
OPTIONAL Reading:
o Schoech, D.. (2009). Developing information technology applications for performance-oriented management
in a global environment. In The Handbook of Human Services Management. Chapter 9, pp. 183 – 205.
Thousand Oaks, CA: Sage Publications.
WEEK FOUR – SEPTEMBER 24
HUMAN RELATIONS SKILLS/MANAGING HUMAN RESOURCES


Motivating performance, Managing human resources, & Workforce diversity
Supervision, training, & volunteers
Required Readings:
1. Vinokur-Kaplan, D. (2009). Motivating work performance in human service organizations. In The Handbook
of Human Services Management. Chapter 10, pp. 209 - 237. Thousand Oaks, CA: Sage Publications.
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
2. Barak, M. M. (2009). Social psychological perspectives of workforce diversity and inclusion in national and
global contexts. In The Handbook of Human Services Management. Chapter 11, pp. 239 - 254. Thousand
Oaks, CA: Sage Publications.
In Class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.12: Supervising five case managers. In Managing the
challenges in human services organizations: A casebook, pp.145 – 148. Thousand Oaks, CA: Sage.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.9: SOS in DHS: A problem of motivation. In
Managing the challenges in human services organizations: A casebook, pp.145 – 148. Thousand Oaks, CA:
Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.10: Deteriorating performance of a supervisee. In
Managing the challenges in human services organizations: A casebook, pp.201 – 202. Thousand Oaks, CA:
Sage Publications.
WEEK FIVE – OCTOBER 1
LEADERSHIP ROLE: ORGANIZATIONAL/INTER-ORGANIZATIONAL LEADERSHIP
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

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Agency-environment, external and natural
Building partnerships and networks
Advocacy and lobbying
Issues in leadership development
Required Readings:
1. Schmid, H. (2009). Agency-environment relations. In The Handbook of Human Services Management
Chapter 20, pp. 411-433. Thousand Oaks, CA: Sage Publications.
2. Alter, C. F. (2009). Building community partnerships and networks. In The Handbook of Human Services
Management. Chapter 21, pp. 435 - 454. Thousand Oaks, CA: Sage Publications.
3. Mosley, J. E. (2009). Policy advocacy and lobbying in human service organizations. In The Handbook of
Human Services Management. Chapter 22, pp. 455 - 470. Thousand Oaks, CA: Sage Publications.
In Class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.5: Poor leadership boundaries. In Managing the
challenges in human services organizations: A casebook, pp. 50 – 52. Thousand Oaks, CA: Sage
Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.7: Marian Health Center. In Managing the challenges
in human services organizations: A casebook, pp. 92 – 94. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.8: Mosaic County welfare Department. In Managing
the challenges in human services organizations: A casebook, pp.94 – 97. Thousand Oaks, CA: Sage
Publications.
WEEK SIX – OCTOBER 8
LGBTQI DIVERSITY & RELIGION IN THE WORKPLACE


What is queer theory?
How does it impact management and administrative practice?
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.

Queer/LGBTQI Management Perspectives & Implications for leadership?
Required Readings:
1. Bendl, R., Fleischmann, A., & Hofmann, R. (2009). Queer theory and diversity management: Reading codes
of conduct from a queer perspective. Journal of Management & Organization, 15, 625-638.
2. Brack, G. Chung, Y. B. Dispenza, F. & Warson, L. B. (Mar. 2012). Experience of career-related
discrimination for female-to-male transgender persons: A qualitative study. Career Development Quarterly.
60.1, 65-81.
3. Rudin, J. P. & Harshman, E. (2004). Keeping the faith but losing in court: Legal implications of proselytizing
in the workplace. Employee Responsibilities and Rights Journal, 16, 2, 105-112.
In Class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.4: The influence of religious beliefs. In Managing the
challenges in human services organizations: A casebook, pp.185 – 187. Thousand Oaks, CA: Sage
Publications.
Video Links:
 Don't Change Yourself: Change the Law | Kimya's Story (NSFW):
http://www.youtube.com/watch?v=yOjmD7sp814
 Denise shares her story of employment discrimination:
http://www.youtube.com/watch?v=FJ_j5OQq2qU
http://live.wsj.com/public/page/video-search.html?q=diversity
 Research on LGBT Employment Discrimination: http://www.youtube.com/watch?v=MxKlHD_1p20
OPTIONAL Materials:
o Association of Muslim Health Professionals http://www.amhp.us
o Jewish social work in the United States from 1654-1954
http://www.ajcarchives.org/AJC_DATA/Files/1956_3_SpecialArticles.pdf
o North American Association of Christians in Social Work http://www.nacsw.org/index.shtml
o Lambda Legal: http://www.lambdalegal.org
o American Civil Liberties Union: http://www.aclu.org/lgbt-rights
o Transgender Law Center: http://www.transgenderlawcenter.org
WEEK SEVEN – OCTOBER 15
ETHNIC/RACIAL DIVERSITY IN THE WORKPLACE



How does having a representative bureaucracy serve the public?
How does racial diversity impact management and administrative practice?
Implications for leadership? Racial/ethnic diversity management perspectives
Required Readings:
1. Grissom, J.A. & Keiser, L. R. (2011). A supervisor like me: Race, representation, and the satisfaction and
turnover decisions of public sector employees. Journal of Policy Analysis and Management, 30, 3, 557–580.
2. Iglehart, A. (2009). Managing for diversity and empowerment in human services agencies. In The Handbook
of Human Services Management. Chapter14, pp. 295 - 318. Thousand Oaks, CA: Sage Publications.
In Class:
 Iglehart, A. (2009). Managing for diversity and empowerment in human services agencies. In The Handbook
of Human Services Management pp. 312- 313. Thousand Oaks, CA: Sage Publications.
9
This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.8: Empowering staff to advocate for Chicano/Latina
clients. In Managing the challenges in human services organizations: A casebook, pp. 131 – 138. Thousand
Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.9: Evaluating a strategic plan for Children’s Services.
In Managing the challenges in human services organizations: A casebook, pp. 166 – 177. Thousand Oaks,
CA: Sage Publications.
Video Links:
 Largest EEOC settlement ever in Rochester:
http://www.youtube.com/watch?feature=endscreen&NR=1&v=dEis0ruWQ_s
 FOX4 News(4)_1.mp4 Louisiana
http://www.youtube.com/watch?v=iVjBH4YThCI&feature=channel&list=UL
 Federal Investigators find Racial Discrimination at Turner Industries:
http://www.youtube.com/watch?v=4ohY73t1bi0
 Racial discrimination in Flint, MI PD http://www.youtube.com/watch?v=kszbr8dJlDU&feature=related
(alleges discrimination against White officers).
 http://live.wsj.com/video/washington-capitals-owner-ted-leonsis/49CB6AB1-527E-404A-A9657E96A2D877F1.html#!49CB6AB1-527E-404A-A965-7E96A2D877F1
OPTIONAL Materials:
o Southern Poverty Law Center http://www.splcenter.org/what-we-do/immigrant-justice
o American Civil Liberties Union: http://www.aclu.org/racial-justice
o Federal Laws Prohibiting Job Discrimination Questions and Answers Federal Equal Employment Opportunity
(EEO) Laws: http://www.eeoc.gov/facts/qanda.html
WEEK EIGHT – OCTOBER 22
WOMEN & DISABILITY
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

What is Feminism
How does it impact management and administrative practice?
Implications for leadership?
Female Management Perspectives
Required Readings:
1. Mastracci, S. H. & Herring, C. (2010). Nonprofit management practices and work processes to promote
gender diversity. Nonprofit Management and Leadership, 21, 2,155-175.
DOI:
10.1002/nml.20018
2. French, P.E. (2009). Employment laws and the public sector employer: Lessons to be learned from a review
of lawsuits filed against local governments. Public Administration Review, 69, 1, 92–103. DOI:
10.1111/j.1540-6210.2008.01943.x
In Class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.2: Caught in the middle: Mediating differences in
gender and work style. In Managing the challenges in human services organizations: A casebook, pp.73-75.
Thousand Oaks, CA: Sage Publications.
OPTIONAL Reading:
o Stephens, A. Jacobson, & C. King, C. (2010). Describing a feminist-systems theory. Systems Research and
Behavioral Science, 27, 553-566. DOI:10.1002/sres.1061
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
Video Links:
 Tavis Smiley: Equal pay advocate Lilly Ledbetter: http://video.pbs.org/video/2208605955
 Women continue to face discrimination in finance http://live.wsj.com/video/women-continue-to-facediscrimination-in-finance/E8A2CED9-1BAE-44A5-AD29-5C865473495A.html#!E8A2CED9-1BAE-44A5AD29-5C865473495A
 Disabled workers still struggle with more unemployment: http://video.pbs.org/video/2260971422
 War of the Sexes: Power and Leadership
Go to our streaming page here: http://www.lib.unc.edu/house/mrc/pages/streaming/ - scroll down a bit and
click on "FMG MASTER ACADEMIC COLLECTION" – you will need to authentic with your onyen and
password. Once you are in the database "Films on Demand" you will be able to search by segment or title or
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AND leadership"
WEEK NINE – OCTOBER 29
POWER, DEPENDENCY, SOCIAL JUSTICE, AND CULTURAL COMPETENCE
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Perspectives on Power in Organizations
Patterns of Institutional Discrimination and Oppression
Empowerment Models
Cultural Competence
Guest Speaker Bud Lavery
Required Readings:
1. Guerrero, E. G. (2012). Workforce diversity in outpatient substance abuse treatment: The role of leaders'
characteristics. Journal of Substance Abuse Treatment, 1-8. doi:10.1016/j.jsat.2012.05.004
2. Preston, (2009). Does office location influence the work actions of public sector human service managers:
The effects of rural practice settings. The American Review of Public Administration, 39, 640 – 660. DOI:
10.1177/0275074008327511
In class:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.8: Fire a competent CFO. In Managing the challenges
in human services organizations: A casebook, pp.198-199. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.12: Whose interests are being served? In Managing the
challenges in human services organizations: A casebook, pp. 62-64. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.13: Greenvale Residential Treatment Center. In
Managing the challenges in human services organizations: A casebook, pp. 64-67. Thousand Oaks, CA:
Sage Publications.
Optional Reading:
o Glisson et al. (2008). Assessing the organizational social context (OSC) of mental health services:
Implications for research and practice. Administration and Policy in Mental Health, 35, 98–113
DOI 10.1007/s10488-007-0148-5
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
WEEK TEN – NOVEMBER 5
FUNDRAISING CHALLENGES, NONPROFIT BOARDS
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Environmental Challenges
Environmental Preferences
Funding Mechanism Challenges
Individual Fundraising Mechanisms
Competing and Collaborating
Governance
Orientation and Training
Board Composition and Selection
Guest Speaker: Tamara Norris
1. Lauffer, A. (2009). Confronting fundraising challenges. In The Handbook of Human Services Management.
Chapter 15, pp. 321 - 337. Thousand Oaks, CA: Sage Publications.
2. Gelman, S. R. & Unterman, T. (2009). Nonprofit boards. In The Handbook of Human Services
Management. Chapter 18, pp. 373 - 386. Thousand Oaks, CA: Sage Publications.
In Class Case:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.1: Should we accept the gift? In Managing the
challenges in human services organizations: A casebook, pp.153 – 155. Thousand Oaks, CA: Sage
Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.2: Changing the ground rules. In Managing the
challenges in human services organizations: A casebook, pp.155 – 156. Thousand Oaks, CA: Sage.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 6.3: Showdown. In Managing the challenges in human
services organizations: A casebook, pp. 62 – 64. Thousand Oaks, CA: Sage Publications.
WEEK ELEVEN – NOVEMBER 12
STRATEGIC PLANNING
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The Planning Process
Defining Strategic Planning
Strategic Planning vs. Operational Planning
Program Planning and Management
Program Planning vs. Strategic Planning
1. Austin, M. J. & Solomon, J. R. (2009). Managing the planning process. In The Handbook of Human Services
Management. Chapter 15, pp. 321 - 337. Thousand Oaks, CA: Sage Publications.
2. Martin, L. L. (2009). Program planning and management. In The Handbook of Human Services Management.
Chapter 16, pp. 339 - 350. Thousand Oaks, CA: Sage Publications.
In Class Case:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.1: Mallard County Private Industry Council In
Managing the challenges in human services organizations: A casebook. pp.113 – 114. Thousand Oaks, CA:
Sage Publications.
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.2: Be careful what you wish for. In Managing the
challenges in human services organizations: A casebook. pp.114 – 116. Thousand Oaks, CA: Sage
Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 5.3: Decision on resource allocation. In Managing the
challenges in human services organizations: A casebook. pp.116 – 117. Thousand Oaks, CA: Sage
Publications.
WEEK TWELVE – NOVEMBER 19
POWER, DEPENDENCY, SOCIAL JUSTICE, AND CULTURAL COMPETENCE
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Perspectives on Power in Organizations
Patterns of Institutional Discrimination and Oppression
Empowerment Models & Cultural Competence
1. Pecora, P. (2009). Managing human resources. In The Handbook of Human Services Management Chapter 12,
pp. 255 - 281. Thousand Oaks, CA: Sage Publications.
2. Glisson, C. (2009). Organizational climate and culture and performance in the human services. In The
Handbook of Human Services Management. Chapter 6, pp. 119 -141. Thousand Oaks, CA: Sage
Publications.
In Class Cases:
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 3.2: KidsCan. In Managing the challenges in human
services organizations: A casebook.pp.41 – 43. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.1: Empowering staff: Real or imaginary? In Managing
the challenges in human services organizations: A casebook. pp.71 – 73. Thousand Oaks, CA: Sage.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 4.3: Agency director uses a personal coach to address his
leadership style. In Managing the challenges in human services organizations: A casebook. pp.77 – 79.
Thousand Oaks, CA: Sage Publications.
WEEK THIRTEEN – NOVEMBER 26
EFFECTIVE SUPERVISION, COLLABORATION & TEAM BUILDING
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What is team building
How would you build an effective team?
1. Chiaburu, D. S.& Harrison, D. A. (2008). Do peers make the place? Conceptual synthesis and meta-analysis
of coworker effects on perceptions, attitudes, OCBs, and performance. Journal of Applied Psychology, 93,
5, 1082–1103. DOI: 10.1037/0021-9010.93.5.1082
2. Hopkins, K. M. (2009). Supervision, development and training for staff and volunteers. In The Handbook of
Human Services Management pp. 255 - 281. Thousand Oaks, CA: Sage Publications.
In Class Cases:
 Austin, M. J., Brody, R. & Packard, T. (2009). Multi-disciplinary case planning. In Managing the challenges
in human services organizations: A casebook.pp.253 – 254. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). The leadership role. In Managing the challenges in human
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.
services organizations: A casebook.pp.259 –260. Thousand Oaks, CA: Sage Publications.
 Austin, M. J., Brody, R. & Packard, T. (2009). Case 7.1 The case of the missing staff. In Managing the
challenges in human services organizations: A casebook.pp.179 –181. Thousand Oaks, CA: Sage
Publications.
WEEK FOURTEEN – DECEMBER 3
LOOKING TO THE FUTURE
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Practitioners’ Views & Preparing Managers & Overcoming Barriers
1. Bess, G. (2009). Practitioners’ views on the future of human services management. In The Handbook of Human
Services Management. Chapter 23, pp. 473 - 481. Thousand Oaks, CA: Sage Publications.
2. Hoefer, R. (2009). Preparing managers for the human services: Identifying and overcoming current barriers in
social work management education. In The Handbook of Human Services Management. Chapter 24, pp. 483 501. Thousand Oaks, CA: Sage Publications.
In Class Case:
 Austin, M. J., Brody, R. & Packard, T. (2009). Creating a culture of innovation in a learning organization. In
Managing the challenges in human services organizations: A casebook.pp.254 –257. Thousand Oaks, CA:
Sage Publications.
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This is a proposed schedule of assignments and readings. Susan reserves the right to make minor adjustments to the schedule.